Reimagining Advanced Learning at Dwight-Englewood

This course serves as both an introductory survey to United States History from 1619 to the present and a critical look at the process by which societies construct “official” narratives of the past. It operates from the premise that “History is always political” (in the sense that “historians and educators make decisions about what people, texts, events, and topics are worth knowing and understanding”) and that this process can be politicized as people strive to curate a “usable past” that serves the practical needs of the present (American Historical Association). In addition to learning about the events that have shaped the United States, students will also hone historical thinking skills, become savvy analysts of contemporary historical debates, and will read and debate the works of historians and civic educators. 

Provides a strong foundation for students planning to major in science, engineering, and health professions. Topics include stoichiometry, bonding, thermodynamics, kinetics, equilibrium, and electrochemistry. Rigorous, hands-on lab investigations and inquiry-based projects allow students to analyze sustainable chemical processes. The curriculum is designed to explore green chemistry approaches and methodologies. Students will engage in rigorous, hands-on laboratory investigations, including inquiry-based learning activities, case studies, and projects. These practices will allow students to critically analyze processes that minimize hazardous substances, maximize the use of renewable resources and reduce environmental impact.

Will examine the profound impact of the Roman emperors on the literature of their time. Moving from the Golden to the Silver Age, students will read unadapted poetry and prose to explore how Roman authors navigated propaganda, censorship, and patronage under absolute rule.  By contrasting the foundational myths of the Augustan age (seen through Vergil and Suetonius) with the darker social realities and historical critiques of later dynasties (seen through Tacitus and Martial), students will develop college-level translation skills while analyzing how literature is used both to build and to dismantle the image of the autocrat.  

This course will be a research-based examination of the nervous system and the neurology behind consciousness, learning, memory, language, personality, and intelligence. It will also explore the field of social and abnormal psychology. Students will be expected to read, interpret and apply research articles, and demonstrate an applied understanding of the terms through short, free-response answers using a plethora of psychological concepts.

Our new curriculum will be more intellectually challenging than our current AP courses and will fundamentally better prepare our student for the challenges of higher education and beyond. This shift will allow for a broader definition of rigor that can include interdisciplinary work, more individualized research opportunities, experiential learning, and the like. Rather than teaching to a test, faculty will be teaching towards inquiry and exploration.

Dwight-Englewood is highly regarded by top universities in the country and our College Counseling Office has both depth and breadth of experience in supporting our students through this process. Feedback from college and university admissions leaders has confirmed that if a school does not offer AP courses, students won’t be expected to have taken them. D-E is also in good company as many peer schools like Fieldston, Horace Mann, Riverdale, Spence, and Packer Collegiate moved away from APs many years ago.

Janine Whitman, Director of Learning Support, shared the following about the move away from APs: “A pillar of strong pedagogy is the ability for educators to be in tune and responsive to the needs of the students in front of them. Year to year, the best educators adapt their pacing, curricular foci, and methods of instruction based on what their learners need to thrive. This agility is critical for supporting students with diverse learning profiles, where mastering foundational skills requires flexible timing, varied instructional approaches, and deep, targeted engagement, rather than a rush to get through the syllabus. By unlocking our curriculum from the rigid constraints and rapid pace of the AP framework, our faculty gain the freedom to provide more inclusive instruction. This offers the opportunity to create an environment where every learner has the time, flexibility, and support to achieve mastery and confidence with complex concepts and skills.”

Yes. Most of our peer schools shifted away from the AP program many years ago. This includes Fieldston, Dalton, Horace Mann, Brearley, Collegiate, Spence, Chapin, Nightingale-Bamford, Calhoun, Packer Collegiate, Brooklyn Poly Prep, Riverdale Country School, and Berkeley Carroll. The Masters School and Hackley have also recently announced upcoming transitions away from the AP program.

Rather than the month of May being dedicated to a barrage of tests, we will be able to reclaim instructional time and consider new spring programs that focus on service, travel, and real-world experience. Perhaps more importantly for our seniors, we will be able to design a more meaningful and memorable final month of their time here at D-E. 

Following the 2026-2027 school year, all AP courses in the Science and Math & Computer Science Departments will conclude. Corresponding Advanced Studies courses in these departments will be offered for the 2027-2028 school year. Following the 2027-2028 school year, all AP courses in the History, World Language, English, and Human Development Departments will conclude. Corresponding Advanced Studies courses in these departments will be offered for the 2028-2029 school year. View Timeline

D-E will continue to offer a variety of courses in each department in order to meet the interests and strengths of our diverse student population. Honors courses will continue to operate as they have while the highest level courses offered will be titled as “Advanced Studies” courses.

While this decision has been under consideration for the better part of 15 years, Kim Lalli (Director of Academic Program & Institutional Alignment, US Principal ’22-’26), the Department Chairs, the College Office, and the Admissions Office all worked together over the past two years to formalize a proposal that was ultimately approved by Dr. James Calleroz White (Head of School) and the Board of Trustees. 

D-E will continue to offer AP exam testing for students in the Class of 2028 and Class of 2029 who are enrolled in the corresponding Advanced Studies courses. Spring of 2029 will be the final year that testing will be offered for any D-E students on campus. For students enrolled in the corresponding Advanced Studies courses who would like to take the exam, the school will provide structured support opportunities outside of the school day leading up to the exam at no additional cost to the student.

Making this exciting and important curricular shift has varying levels of complexity for each of our Upper School departments. Therefore, the school is taking a phased approach to replacing AP courses because we want to ensure that our faculties have the time they need to fully realize and bring to life the Advanced Studies courses that will be the next stage of Advanced learning at D-E.